One teacher's experience with changes in writing skills and attitudes while teaching writing led to studies of the experiences of three female graduate student writing tutors with widely varying backgrounds working in a university tutorial service. One was a student from a blue collar family who had entered college as a mature student; one had previously been a nurse; the third had a solid academic background with coursework in linguistics and writing. It was found that their teaching experience during the school year significantly changed their own writing processes and their attitudes about writing. Each tutor had an individual style and continued to develop her own repertoire of writing strategies. The tutors found that despite differing backgrounds and proficiency levels, the conceptual tasks in writing became more complex. The study emphasized how active engagement in teaching writing is a rich source of information about the writing process for the teacher as well as for the student. (MSE)